While strong consensus exists for preparing culturally competent occupational therapists as the national minority population grows, scholarship in this area continues to evolve. Conversations and explorations of best practices and perspectives add the practical component related to this phenomenon. Perspectives will be shared for leveraging culture to promote respect within communities from asset-based ideologies from the vantage point of a Latino clinician in a predominately Latino underserved community. The authors provide a brief review of the related literature, unpack the definitions of cultural competence, and discuss the pedagogical approach used by an occupational therapist educator. Framing the conversation from an asset-based pedagogical perspective, the use of culture as resources will be depicted. By honoring community values, beliefs, and assets for developing cultural competence, the authors explore the use of culturally relevant pedagogical approaches in a Hispanic-serving university graduate program situated in the border region of South Texas.

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Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This presentation provides OT practitioners working in the academic setting with an overview of the admissions process used by an OT program and the importance of criteria for admissions, primarily the Verbal Reasoning section of the Graduate Record Examinations (GRE). A binary logistic regression was used to analyze the data to determine whether the GRE was a significant predictor of a first-time pass rate on the National Board for Certification in Occupational Therapy (NBCOT) exam. The results were significant (p < .00) for the Verbal Reasoning section. Primary Author and Speaker: Don M. Bradley Additional Authors and Speakers: John Luna Contributing Authors: Roel Garcia